This document provides an overview of life skills and their importance for adolescents. It discusses that imparting knowledge alone is not enough and there is a need to build practical skills to handle life's situations. Life skills include social skills like self-awareness, effective communication, and relationship building. It also includes thinking skills like critical thinking, decision making, and problem solving. Emotional skills like coping with stress and emotions are also considered life skills. The document describes various life skills like empathy, self-esteem, values, goal setting, communication and provides exercises to demonstrate skills like decision making, negotiation, expressing feelings, and anger management. The overall message is that life skills help deal with various aspects of life and build healthy relationships.
life skills are the skills required for every human being in the universe by which they can make their life more easier. these are soft skills for the betterment of life. even though they are illiterate they need life skills.
LIFE SKILLS - are the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life.
Core areas of life skills are:
1. Critical Thinking
2. Decision Making
3. Problem Solving
4. Thinking Globally
5. Communication
6. Interpersonal Relation
7. Empathy
8. Self Awareness
9. Coping with emotion
10. Coping with stress
Education must prepare young children to face the challenges of life. However, it generally does not happen as the behavioral aspects are neglected. So, there is a need to develop life skills among children so that they can apply the knowledge they acquire from school to real-world problems and situations.
life skills are the skills required for every human being in the universe by which they can make their life more easier. these are soft skills for the betterment of life. even though they are illiterate they need life skills.
LIFE SKILLS - are the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life.
Core areas of life skills are:
1. Critical Thinking
2. Decision Making
3. Problem Solving
4. Thinking Globally
5. Communication
6. Interpersonal Relation
7. Empathy
8. Self Awareness
9. Coping with emotion
10. Coping with stress
Education must prepare young children to face the challenges of life. However, it generally does not happen as the behavioral aspects are neglected. So, there is a need to develop life skills among children so that they can apply the knowledge they acquire from school to real-world problems and situations.
Topics covered under LIFE SKILLS: Training & Awareness event
1. What are life skills?
2. Concept of life skills.
3. Key life skills
4. Ten core life skills
A) Self Awareness
B) Empathy
C) Critical Thinking
D) Creative Thinking
E) Decision Making
F) Problem Solving
G) Interpersonal Relationships skills
H) Effective Communication
I) Coping with stress
J) Dealing with Emotions
5. Skills & Sub skills
6. Learning Activities
7. Interactive activities
8. Creative activities
9. Decision-making activities
10. Child-friendly schools
11. Summary of E-3 INDIA
12. Vote of thanks to all
A Session from the Program “Youth Ambassador for Change” Organized by:
Rajiv Gandhi National Institute of Youth Development, Chandigarh, in collaboration with Directorate of Student Welfare, Gauhati University, Guwahati, Assam
“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”. Gabriela Mistral, 1948
Emotional intelligence importance benefits and application in classroom man...Rajeev Ranjan
Emotional Intelligence-classroom management - learning outcome -What are the five components of emotional intelligence?
What are the four types of emotional intelligence?
How do you know if you are emotionally intelligent?
Emotional Intelligence (E.I.) ‘the ability to perceive accurately, appraise and express emotions; the ability to access and or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
www.rajeevelt.com
Objectives of life skills, life skills for kids, how to develop life skills, life skills activities, life skills for students, life skills program, basics of life skills, life skills and soft skills
Perspective building on life skills
Life skills are abilities that facilitate the physical, mental and emotional well-being of an individual.
Life Skills-
a. Thinking Skills
b.Social Skills
c.Emotional Skills
Importance of Life Skills
An increasing amount of studies have demonstrated that emotional intelligence is essential for workplace success. Understand its relationship within the workplace and get tips on how to implement emotionally intelligent practices in your company with this PowerPoint. Emotional Intelligence PowerPoint Presentation Content slides include topics such as: 6 points on the importance of Emotional Intelligence in the workplace, 6 points on the difference between Emotional Intelligence and IQ, 5 Major categories of EI, 9 tips to improve your emotional intelligence, 13 points on the relationship between EI, Leadership, & Retention, 12 points on EI and Hiring Decisions, 5 slides on the Sales Implications of EI, 5 points on EI and Negotiation, 8 points on EI and Organizational change, 7 points on EI and Decision making, 7 points on EI and mentorships, 11 points on group emotional intelligence, 4 points on the future of EI, 5 slides for final action steps, and much more. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
Topics covered under LIFE SKILLS: Training & Awareness event
1. What are life skills?
2. Concept of life skills.
3. Key life skills
4. Ten core life skills
A) Self Awareness
B) Empathy
C) Critical Thinking
D) Creative Thinking
E) Decision Making
F) Problem Solving
G) Interpersonal Relationships skills
H) Effective Communication
I) Coping with stress
J) Dealing with Emotions
5. Skills & Sub skills
6. Learning Activities
7. Interactive activities
8. Creative activities
9. Decision-making activities
10. Child-friendly schools
11. Summary of E-3 INDIA
12. Vote of thanks to all
A Session from the Program “Youth Ambassador for Change” Organized by:
Rajiv Gandhi National Institute of Youth Development, Chandigarh, in collaboration with Directorate of Student Welfare, Gauhati University, Guwahati, Assam
“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the foundation of life. Many of the things we need, can wait. The children cannot. Right now is the time his bones are being formed, his blood is being made and his senses are being developed to him we cannot answer “Tomorrow”. His name is “Today”. Gabriela Mistral, 1948
Emotional intelligence importance benefits and application in classroom man...Rajeev Ranjan
Emotional Intelligence-classroom management - learning outcome -What are the five components of emotional intelligence?
What are the four types of emotional intelligence?
How do you know if you are emotionally intelligent?
Emotional Intelligence (E.I.) ‘the ability to perceive accurately, appraise and express emotions; the ability to access and or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth’ (Mayer & Salovey, 2001)
www.rajeevelt.com
Objectives of life skills, life skills for kids, how to develop life skills, life skills activities, life skills for students, life skills program, basics of life skills, life skills and soft skills
Perspective building on life skills
Life skills are abilities that facilitate the physical, mental and emotional well-being of an individual.
Life Skills-
a. Thinking Skills
b.Social Skills
c.Emotional Skills
Importance of Life Skills
An increasing amount of studies have demonstrated that emotional intelligence is essential for workplace success. Understand its relationship within the workplace and get tips on how to implement emotionally intelligent practices in your company with this PowerPoint. Emotional Intelligence PowerPoint Presentation Content slides include topics such as: 6 points on the importance of Emotional Intelligence in the workplace, 6 points on the difference between Emotional Intelligence and IQ, 5 Major categories of EI, 9 tips to improve your emotional intelligence, 13 points on the relationship between EI, Leadership, & Retention, 12 points on EI and Hiring Decisions, 5 slides on the Sales Implications of EI, 5 points on EI and Negotiation, 8 points on EI and Organizational change, 7 points on EI and Decision making, 7 points on EI and mentorships, 11 points on group emotional intelligence, 4 points on the future of EI, 5 slides for final action steps, and much more. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
Life skills help us to become humane. We survive in virtual world. We open our eyes with Android equipped gadgets, see social sites updates, spend stressful, time bound, target based professional life. We become multitask performer to survive in fast growing world.
Life skills are art of living, which help us to draw a personal and professional and sketch of life.
Learning life skills occur within and beyond a boundary wall of classroom.
Life skill education is needed for adolescents to cope with stress and emotions.
This is a guide to teachers as well as students.
Many viewers requested me for allowing to download the presentation.
I feel proud and allowed to download so that some people will be benefited to bring the change in society.
We are working for a better tomorrow.
Pratima Nayak
pnpratima@gmail.com
BSidesLondon 20th April 2011 - Manuel
--
This talk will show you the basics of reverse engineering Android apps with the ultimate goal of re-implementing the decryption routines of the Kobo Android reader to achieve interopability of other software with that closed interface.
--- for more about Manuel
http://sporkbomb.eu and Kobo http://sporkbomb.eu/kobopier/
Virtual team management is the ability to organize and coordinate with effect a group whose members are not in the same location or time zone, and may not even work for the organization. The predictor of success is–as always–clarity of purpose. But, virtual team management requires deeper understanding of people, process, and technology, and recognition that trust is a more limiting factor compared with face-to-face interactions.
Emotional Intelligence (EI), the key to improving client building, existing relationships,
negotiation techniques and leadership skills, can best be taught, accessed, coached,
developed and enhanced by using improvisation techniques to support emotive learning.
Cognitive learning is less effective because it is knowledge‐based. As such, comprehending
the concepts of EI is not enough. Increasing one’s EI is like exercising a muscle rather than
learning more about a topic. It requires the appropriate action and reinforcement ‐‐ much
like lifting weights to develop stronger muscles rather than reading an exercise book.
Success through interpersonal skills - Management Concepts - Manu Melwin Joy ...manumelwinjoy
Total interpersonal space devoted to mutual understanding and shared information.
Productivity and interpersonal effectiveness are directly related to the amount of mutually-held information
emotionalintelligence-160806062005 from slideshare Emotional Intelligence.pptxMichelleBenning2
EQ is the skill to recognize different emotions in yourself and the world around you and to interpret and use these emotions to enhance your quality of life.
EQ is a set of abilities that helps you manage your emotions and relate to others.
EQ is the ability to recognize your emotions, understand what they're telling you and realize how your emotions affect people around you.
EQ is the ability to understand and manage both your own emotions and those of the people around you.
Mastery and Development of the five Emotional Intelligence (EQ) competencies - self awareness, self regulation, self motivation, empathy and social skills
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Anti ulcer drugs and their Advance pharmacology ||
Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
2. Guide : Dr. Yasmin Kazi
Presenter : Dr. Mahesh Jajulwar
Dr. Alka Turuk
TNMC MUMBAI
3. INTRODUCTION
• Young age is a crucial period in the life of a person.
• The choices they make during this stage can have a long bearing on their
future.
• It has now been widely acknowledged that merely imparting knowledge
and information is not enough.
• There is an urgent need to build “practical skills” amongst adolescents and
youth, which will equips them to handle conflicts and situations that life
brings along
• It will set the right pointers and value framework that would guide
them, even later on in life.
4. What is ‘Life Skills’?
• WHO (1997)
- “The abilities for adaptive and positive behavior that enable
individuals to deal effectively with the demands and challenges of
everyday life”
• UNICEF (2001)
-A behavior change or behavior development approach is designed to
address a balance of three areas:
Knowledge, Attitude And Skills
5. Classification
Social skills
➢Self awareness
➢Effective communication
➢Interpersonal relationship
➢Empathy
Thinking skills
➢Creative thinking
➢Critical thinking
➢Decision making
➢Problem solving
Emotional skills
➢Coping with stress
➢Coping with emotions
6. Self awareness
• “Knowing others is wisdom, knowing yourself is Enlightenment.”
• Self-awareness means a process whereby we try to reflect on our
strengths and weaknesses, likes and dislikes
• It helps us recognize and deal with stress, fear and pressure
• It is often a prerequisite for effective communication and interpersonal
relations, as well as for developing positive self-esteem
7. JOHARI WINDOW
• The Johari window is a technique created in 1955 by two American
psychologists, Joseph Luft (1916–2014) and Harrington Ingham
(1914–1995), used to help people better understand their
relationship with self and others. It is used primarily in self-help
groups and corporate settings as a self discovering exercise.
• The word JO HARI comes from the combination of first names of the
two American psychologists
8.
9.
10.
11. The End Goal
The ultimate goal of the Johari Window is to enlarge the Open Area,
without disclosing information that is too personal. The Open Area
is the most important quadrant, as, generally, the more your people
know about each other, the more productive, cooperative, and
effective they'll be when working together.
13. Known to self Unknown to self
Known by others Relaxed Calm
Self Conscious Friendly
Trust worthy Sensible
Unknown to others Happy
Introverted
Wise
14. Known to self Unknown to self
Known by others Sentimental Bold, Extroverted,
Knowledgeable, Observant,
Spontaneous
Unknown to others Confident
Friendly
Cheerful
Energetic
15. Empathy
• The ability to understand another
person’s circumstances, point of view,
thoughts, and feelings.
• When experiencing empathy,
you are able to understand someone
else’s internal experiences.
16. Self-Esteem
• It reflects a person's overall emotional evaluation of his or her own worth. It is
a judgment of oneself as well as an attitude toward the self.
• Steps you can take to increase self-esteem include:
• Changing how you think about yourself.
• Creating positive image about yourself.
• Believing in your own abilities.
• Becoming confident and optimistic about your future.
• Communicating more effectively.
• Being more assertive
• Looking for opportunities to demonstrate your skills and abilities
17. Values
• Values can be described as something we consider worthy, worthwhile,
good or have a high opinion of
• Values are beliefs, principles or standards that a person feels are important.
Your values are what “you think” is right and what you think is wrong.
• Our values are influenced by many factors, including our experiences,
perceptions, parents, school and religion.
19. Creative thinking
What is creativity?
• Is the ability to imagine or invent something new
• Creativity is also an attitude
• It is a process
• Creative people work hard and continually to
improve ideas and solutions, by making gradual
alterations and refinements to their works
20. Critical thinking
• Critical thinking is the ability to think clearly and rationally.
• It includes the ability to engage in reflective and dependent thinking.
Someone with critical thinking skills is able to do the following :
understand the logical connections between ideas.
21. Decision making
• Process of decision making- understand the problem and goals clearly
• The purpose of decisions making are
• To make decisions more rationally and wisely.
• To recognize that we really do have a choice about many important things in our lives.
• To avoid making decisions sloppily or by default.
• To avoid a variety of irrational ideas, false assumptions, fears, needs and other emotions
that block good decision making.
23. Ways in which we make decisions
• By impulse.
• By procrastinating, or “putting off” making a decision.
• By not deciding.
• By letting others make the decisions for us.
• By evaluating all choices and then deciding.
24. Key Messages
• There are many alternative solutions for every situation or problem
• Decision-making is strongly influenced by Self-esteem.
• Every decision, including, not making a decision has a consequence
• The best decision is usually one that is consistent with one’s values.
• Best decision results from the use of a conscious decision making
process that examines alternatives
• Three C’s of Good Decision Making
• Challenge, Choices and Consequences
25. Communication
• Communication is simply the sending and receiving of messages,
intentional and unintentional, verbal and nonverbal
• Being able to communicate well is a skill that most of us have not
learned about and yet it is an essential part of good coping
• Is basic to every human relationship.
• It affects our feelings and our health
27. • Make eye contact.
• Orient towards the speaker.
• Lean forward or sit up straight.
• Nod head or react to show understanding
that one is hearing another person.
• Repeat what someone says.
• Ask someone to repeat him or herself.
• Ask someone to explain him or herself
Listening skills
28. Assertiveness Skills
Aggressive Behavior :
• Expressing your feelings, opinions, or desires in a way that threatens or
punishes the other person
• Standing up for your own rights with no thought for the other person
• Putting yourself first at the expense of others
• Overpowering others
• Reaching your own goals, but at the sake of others
• Dominating behaviors
• Saying others are wrong
29. Passive Behavior
• Giving in to the will of others
• Leaving it to others to guess or letting them decide for you
• Taking no action to assert your own rights
• Putting others first at your expense
• Giving in to what others want, self-denying
• Remaining silent when something bothers you
• Apologizing a lot
• Physically making oneself small, fidgeting
30. Assertive Behavior
• Asking for what you want or need.
• Saying what you are really feeling whether it’s positive or negative.
• Saying “No” to what you don’t want.
• Increased cooperation from others.
• Higher self-esteem and greater self-confidence.
31. Pankaj and Sangita like each other. Pankaj wants her to come to his
house when his parents are not at home. since he often talks about
getting into a more physical relationship, Sangita is feeling perturbed at
the same time pressurised to be alone with him. She tries to speak
about her feelings a few times, but Pankaj keeps interrupting her.
Sangita, her head down, finally says to Pankaj, in a soft voice, I know
you’ll think I’m silly, but…Pankaj interrupts again, approaches Sangita
nose to nose, and says loudly with his hands on his hips, .You are silly,
and not only that, you’re childish too! Sangita hangs her head down,
looks at the ground, and agrees to go to Pankaj’s house.
Role Play- 1
32. Tina has been upset with Kamal. When she sees him, she says, “Kamal,
I need to talk to you right now. Could we talk where no one is around?
Moving to another room, Tina sits straight with her hands on the table
and looks Kamal in the eye. She says in a calm but firm voice, I’ve
thought about your suggestion for our date, but I feel uncomfortable
about it. I think we need more time to be close friends before being
alone. I really like you and I know you’d like if we get some private
time, but I’m not ready for it yet.Is that OK with you?
Role Play- 2
33.
34. Assertiveness is necessary for
• Increasing your self-confidence and self respect
• Reducing your need for others’ approval.
• Having courage to take a stand.
• Dealing with conflict openly & fairly.
• Getting your needs satisfied.
• Having healthier relationship with others.
• Resolve problems and conflicts positively
35. Refusal Skills
• Refusal Skills give practical ideas on how to say “No”
• Practicing refusal skills teaches young people how to handle dangerous
encounters like being asked to use alcohol or other drugs with
confidence.
• At the end of the session the people will be able to:
• Provide the ability to say “No” to unwanted advances or risky situations
37. Key Messages
• To say “No” and make it stick, you could
• Use humor.
• State the facts.
• Come up with another idea.
• Walk away.
• Use an excuse.
• Don’t pay any attention.
• Be polite
38. The “NICE” way to say “No”
N- Say “No,” not, “Maybe” or “Later.”
I- Follow with an “I” statement
C- If pressure continues, “Change”
E- If these strategies don’t help, you needs an “Exit” plan
39. Conflict
•Conflict is defined as the “competitive or opposing action or
incompatible antagonistic state or action (as of divergent
ideas, interests, or persons).”
•conflict is couched in different expressions such as
controversy, clash, battle and interactive warfare.
•Conflict is a part of the natural world. When we encounter
personal or professional conflict, we need extra skills to
cope.
40. Conflict Scenario
Aman and Samira have been going around for a while and really like each other.
Neither of them is seeing anyone else. Aman, however, still gets very jealous if
Samira pays attention to other guys. Recently, Samira and her long time friend
Ajay started working together after school on oral report they will make to their
English class. Aman is scared that Ajay might be trying to get close to Samira and
he wants her to stop working with him. He says it is not right for them to meet
after school and spend hours together. His friends have been making remarks
about it. Besides, he wants to spend more time with her. Samira likes Ajay, but
only as a friend. She wants Aman to trust her and to stop acting jealous all the
time. She says there is no way she will stop working with Ajay: he is an “A”
student and he is hoping to bring up her grade in English by doing a really good
job presenting the report with him.
How can Samira and Aman work this out so that each “wins?”
41.
42. • Negotiation is one way to manage conflict
• Successful negotiations often depend on finding
the win-win aspects in any situation.
• The key to successful negotiation is to shift the situation to
a “win-win” even if it looks like a “win-lose”
situation
NEGOTIATION SKILLS
43. EIGHT PILLARS OF NEGOTIATION SKILL
•CONSCIOUS OF DIFFERENT POSITION AND
INTEREST
•BE CREATIVE
•BE FAIR
•BE PREPARED TO COMMIT
•ACTIVE LISTENER
•CONSCIOUS ABOUT IMPORTANCE OF RELATION
•BEST ALTERNATIVES
•BE PREPARED
44. Social Behavior
• There are two types of social behavior—those that are acceptable to
others and those that are not (unacceptable).
• For every unacceptable behavior or mannerism there is an acceptable
counterpart and it is important to identify these.
45. Relationships
•It is important to know how to have healthy relationships with the
people in our lives.
•Healthy relationships increase our self-esteem, improve mental
and emotional health, and help us have fuller lives
• Interpersonal relationships are the heart and soul of human
experience
46.
47. Feelings
• Feelings and thoughts are different, but also are one and the same.
They are like the head and tail of a coin.
• Feelings are emotions and sensations and they are different from
thoughts, beliefs, interpretations and convictions
48.
49. Coping with emotions
• Identify what is an emotion?
• Identify different types of emotions
• Identify the difference between a emotion
and behavior and a emotion and thought.
• Identify two major categories of emotions:
Good And Bad.
• Identify the difference between emotional feelings and physical feelings of pain,
hunger and so on.
50. EXPRESSING FEELINGS
IN A HEALTHY MANNER
•USE I STATEMENTS-THEY HELP IN EXPRESING FEELING
HONESTLY
•EXPRESS THINGS PRODUCTIVELY
•RESPECTFULLY CONFRONT SOME ONE
•CLARIFY WHAT YOU EXACTLY FEEL
•COMMUNICATE DIFFICULT FEELINGS IN A MANNER THAT
THE OTHER PERSON THAT THE OTHER PERSON LISTENS
•PREVENT FEELING FROM BUILDING UP
51. Pressure
• If feelings are not expressed or shared, then pressure builds
inside the person and the effects can be harmful
• Using drugs/alcohol does not relieve the person of the
pressure, rather it increases because the person loses
his/her innate ability to solve problems effectively.
52. • STRESS can be defined as “a state of physical or
psychological strain which imposes demands for
adjustments upon the individual”
53. Aggression Volcano
• It is important to speak up when someone
hurts you or upsets you in order to keep
feelings of anger from building up,
until they explode.
54. Handling Stress
• An individual can reduce stress by:
1. Cultivating belief in self.
2. Developing Inner-directed personality.
3. Developing self-coping mechanism for stress- reduction
4. Cultivating positive habits, based on interest, such as
sports, Breathing exercise, Yoga and Meditation.
56. Anger Management
• Anger is often the result of feeling hurt, being
ignored, rejected, or feeling disrespected.
• Steps of Expressing Anger Respectfully:
• Acknowledge your anger.
• Take a – Time Out.
• Identify and examine sources of your feelings.
• Separate energy of anger from issues related to
anger.
• Decide how & when you will express your anger.
• Talk to the person. Be open, direct and respectful.
• Make “I” statements.
• Listen to the other person’s point of view.
57. What we learn?
• To be able to explore alternatives
• Weigh pros and cons
• Make rational decisions
• Communicate effectively
• To say “No”
• Be assertive
58. Thus, The ‘Life Skills’ ….
• Are Applied
In Various Aspects Of Life
In Human Relationships, Learning About Rights & Responsibilities
In Health Issues:
Mental Health-Stresses
HIV-AIDS /STD Prevention
Drug abuse,
Sexual violence
Teenage pregnancy
Suicide Prevention
59. Build friendly relationships.
(In terp erso nal)
Understand one’s self
Self( -awareness)
Life Skills
A bilities to deal with and
solve daily problems
Express one’s self through words and
attitude.
(Com munication )
Feel empathy for others.
(Em path y)
Think ob jectiv ely and critica lly .
(Cr itical T hinking )
Solv e p rob lems p ositiv ely .
(Problem Solving )
Decide and Judge on one’s own
(D ecision- making)
Thi nk wi th creati vity and im agi nati on.
(Cr eative T hinking )
Control stress.
(M anaging S tress and Feelings)